Abstract
Parent–child interactions can be negatively influenced by contextual, individual, and familial factors. The present study examines how parental stress and parental mentalization predicts interactions between 36–48-month-old preschoolers and their mothers. The sample comprises 106 mother–child dyads from Santiago, Chile, from a mid-low SES. The instruments used were the Parental Stress Index-Short Form (PSI-SF), Mentalization in the Significant Adult during Interaction with the Child between 10 to 48 months old, and Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). A regression model was used to determine the significant impacts of mentalization and parental stress on interactions. The results indicate that the Encouragement dimension of parent–child interaction is predicted by emotional mentalization and parental distress, while the Teaching dimension of parent–child interaction is impacted by the cognitive dimension of mentalization and the perception that the child is difficult (stress difficult child). No association for the Responsivity and Affectivity dimension was observed.
Highlights
IntroductionThe management of the transformations associated with this stage of life is greatly influenced by the competencies and qualities of the main caregivers, who must adapt their parenting skills for children to successfully fulfill the tasks of this stage of life
Understanding the fundamental role of parental stress and parental mentalization on child development, the main objective of this study was to examine the influence of two individual variables of mothers—parental stress, and parental mentalization– on the interactions observed in the mother–child dyad
The present quantitative study sought to analyze the effects of parental stress and parental mentalization on parent–child interactions in preschoolers’ mothers
Summary
The management of the transformations associated with this stage of life is greatly influenced by the competencies and qualities of the main caregivers, who must adapt their parenting skills for children to successfully fulfill the tasks of this stage of life. The main caregiver plays an especially important role in the child’s developmental process [3]. In this regard, focusing on maternal involvement is essential as. The present study focused on two mothers’ individual variables that can become risk or protective factors in children’s development. Previous research shows that the presence of such variables predicts mother–child interactions, hindering parental competencies [5]
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